Appraisal of Improvisational Teaching on Students' Problem-Solving Skills in Chemistry
*1Samira Anka Rabi’u & 2Fatima Dobi Abubakar
*1&2Federal Federal University, Birnin Kebbi, Kebbi State, Nigeria. Email: samira.anka@fubk.edu.ng
Abstract
Improvisational teaching, which involves adapting instructional strategies based on real-time classroom dynamics and students' needs, has gained recognition as an effective pedagogical approach in enhancing student learning outcomes, particularly in chemistry education. This paper explores the role of improvisational teaching in fostering problem-solving skills, critical thinking, and active student engagement. By contrasting traditional, predetermined curricula with improvisational methods, the study highlights the advantages of flexibility and responsiveness in teaching. Key strategies such as role-playing, improvisational experiments, chemistry charades, peer teaching, and the Think-Pair-Share method are examined in the context of chemistry education, demonstrating how these approaches encourage creativity, collaboration, and deep conceptual understanding. Furthermore, the paper discusses the impact of improvisational teaching on student confidence, adaptability, and communication skills, all of which are vital for academic success and future professional endeavors. Supported by recent research, including studies on the application of improvisational techniques in science classrooms, the findings suggest that improvisation enhances student engagement, improves problem-solving abilities, and cultivates a passion for inquiry and discovery. The integration of improvisational teaching in chemistry classrooms not only prepares students for academic success but also equips them with essential competencies required in the modern workforce.
Keywords
Improvisational teaching, Traditional teaching, Problem solving skills, chemistry
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